Today, we would like to talk about ADHD ( attention deficit and hyperactivity disorder ) in the class. And how we can help as future teachers the children with this disorder.
ADHD
is a disorder that affects the behavior and it is very common in
scholar children. It is estimated that between 8% and 10% are
suffering this disorder during the first period of school.
Children
with ADHD act without thinking are hyperactive and have trouble
concentrating. They can understand what is expected of them but have
difficulty completing tasks, as it costs them to sit still, pay
attention and care to detail.
Because
these symptoms children may develop low self-esteem because of the
reaction of parents and teachers.
How
we can help them?
Teachers
who are successful in educating children with ADHD use a
three-pronged strategy. They begin by identifying the unique needs of
the child. For example, the teacher determines how, when, and why the
child is inattentive, impulsive, and hyperactive. The teacher then
selects different educational practices associated with academic
instruction, behavioral interventions, and classroom accommodations
that are appropriate to meet that child’s needs. Finally, the
teacher combines these practices into an individualized educational
program (IEP) or other individualized plan and integrates this
program with educational activities provided to other children in the
class. The three-pronged strategy, in summary, is as follows:
Evaluate
the child’s individual needs and strengths.
Assess
the unique educational needs and strengths of a child with ADHD in
the class. Working with a multidisciplinary team and the child’s
parents, consider both academic and behavioral needs, using formal
diagnostic assessments and informal classroom observations.
Assessments, such as learning style inventories, can be used to
determine children’s strengths and enable instruction to build on
their existing abilities. The settings and contexts in which
challenging behaviors occur should be considered in the evaluation.
Select
appropriate instructional practices.
Determine
which instructional practices will meet the academic and behavioral
needs identified for the child. Select practices that fit the
content, are age appropriate, and gain the attention of the child.
For
children receiving special education services, integrate
appropriate practices within an IEP.
In
consultation with other educators and parents, an IEP should be
created to reflect annual goals and the special education related
services, along with supplementary aids and services necessary for
attaining those goals. Plan how to integrate the educational
activities provided to other children in your class with those
selected for the child with ADHD.
Finally,
we think it is important to look good all students to identify early
symptoms that reveal the ADHA. To so act on behalf of their learning,
their relationships with others and general welfare.
The idea of improving schools by
developing professional learning communities is currently in vogue.
People use this term to describe every imaginable combination of individuals
with an interest in education—a grade-level teaching team, a school committee,
a high school department, an entire school district, a state department of
education, a national professional organization, and so on. In fact, the term
has been used so ubiquitously that it is in danger of losing all meaning.
What are the “big ideas” that represent the
core principles of professional learning communities?
How do these principles
guide schools' efforts to sustain the professional learning community model
until it becomes deeply embedded in the culture of the school?
Big Idea #1: Ensuring That Students
Learn
The professional learning community
model flows from the assumption that the core mission of formal education is
not simply to ensure that students are taught but to ensure that they learn.
This simple shift—from a focus on teaching to a focus on learning—has profound
implications for schools.
As the school moves forward, every
professional in the building must engage with colleagues in the ongoing
exploration of three crucial questions that drive the work of those within a
professional learning community:
What do we want each
student to learn?
How will we know when
each student has learned it?
How will we respond
when a student experiences difficulty in learning?
The answer to the third question
separates learning communities from traditional schools.
Here is a scenario that plays out
daily in traditional schools. A teacher teaches a unit to the best of his or
her ability, but at the conclusion of the unit some students have not mastered
the essential outcomes. On the one hand, the teacher would like to take the
time to help those students. On the other hand, the teacher feels compelled to
move forward to “cover” the course content. If the teacher uses instructional
time to assist students who have not learned, the progress of students who have
mastered the content will suffer; if the teacher pushes on with new concepts,
the struggling students will fall farther behind.
The staff addresses this discrepancy by designing strategies to ensure
that struggling students receive additional time and support.
Timely
Based on intervention
rather than remediation
Directive
Big Idea #2: A Culture of
Collaboration
Educators who are building a
professional learning community recognize that they must work together to achieve
their collective purpose of learning for all. Therefore, they create structures
to promote a collaborative culture.
The powerful collaboration that
characterizes professional learning communities is a systematic process in
which teachers work together to analyze and improve their classroom practice.
Teachers work in teams, engaging in an ongoing cycle of questions that promote
deep team learning. This process, in turn, leads to higher levels of student
achievement.
Big Idea #3: A Focus on Results
Professional learning communities
judge their effectiveness on the basis of results. Working together to improve
student achievement becomes the routine work of everyone in the school. Every
teacher team participates in an ongoing process of identifying the current
level of student achievement, establishing a goal to improve the current level,
working together to achieve that goal, and providing periodic evidence of
progress. The focus of team goals shifts.
Educators who focus on results must
also stop limiting improvement goals to factors outside the classroom, such as
student discipline and staff morale, and shift their attention to goals that
focus on student learning.
CONLUSION
Educators must stop working in isolation and hoarding their
ideas, materials, and strategies and begin to work together to meet the needs
of all students.
One of the biggest problems in the school is how to treat the bilingualism. Nowadays,
there is a high percentage of immigrant people all over the world, and
therefore a lot of children in schools that use and know two languages.
So the question is… How can we use those two languages (the maternal
language and the second language) in schools, to improve the knowledge of the
kids in both languages?
Recently we found a new project called Two- Way Immersion Education. This
project, which is famous because it’s being used in the US, uses the method to
teach in a bilingual way.
The project Two-Ways Immersion Education it is characteristic for the
reason that:
·It has equivalent classes with the same number of
native and no-native children.
·And also because this group works together on the
areas called “areas of academic instruction” (mathematics, science…). This
model also helps the children to socialize with the other kids because the
method causes an interaction among them.
The goals of this project are:
·That, children develop high levels in both languages
by using bilingualism and biliteracy.
·All the students will demonstrate positive attitude
and behaviors above different cultures.
It’s important to know that
students, who have been tough by the Two-ways Immersion Education project gain
grade level academic ability, develop language and literacy skills in two
languages and cross-cultural competence.
Comment:
After working in this entry
for the blog we think that bilingualism matters, it’s important to recognize
the maternal language of the children but also improve the knowledge and sills
in the vehicular language of the school.
Two-Ways Immersion Education
program it’s a good method to improve both languages and also it’s good for
children to socialize with other cultures.
Currently,
one of the problems identified in Europe is the rising of gender violence among
youth. This article analyses the emotional and sexual relationships among
teenagers.
The study of
communicative acts allows us to identify harassment or freedom in a
relationship.
The
following results of battered women between 18 and 30 years old have been
extracted from different polls belonging to the Women’s Institute:
2006: 9% of
women
2006-2010:
29% of women
One of the
created projects to deal the issue of violence against women is the INCLUD-ED
integrated project, which also deals the relations between educational and
social exclusion.
1. The
impact of communicative acts in sexual affective relationships:
This
research is based in two concepts: the communicative acts (CREA , 2006-2008 )
and preventive socialization of gender violence ( Duke , 2006; Gómez , 2004;
Valls, Puigvert and Duke , 2008).
The conception
of communicative acts developed by CREA deepens on the intent with which
subjects emit their speech acts and the effects that they can have on speakers
and listeners. Communicative acts take into account verbal and nonverbal
language.
Regarding
the preventive socialization’s theory of gender violence emphasizes the central
role of the socialization process in affective sexual relations.
At the same
time, it’s exemplified the absence of desire linked to relationships where
there is a male model based on egalitarian models.
Scientific
literature insists on the influence of a sexist language construction in
different contexts through which women is discriminated in several different
ways.
Along these
lines, there are also different researches that appear to point that
Gender socialization
processes determine the type of communication between men and women. We can
distinguish between two different ways of Gender’s communication:
- Men have a
way of communication closer to domination
- Women have
a way of communication closer to compassion.
2. Methodology:
The
methodology used in this article is the critical communicative paradigm (Flecha
and Gomez, 2004). This methodology is based on equality, using the knowledge
generated through dialogue. The research team provides data and theories.
Results will
be able to be validated using the inclusion method, and it will allow
researchers to draw conclusions.
These
researchers are teenagers between 17 and 20 years.
3. Analysis
of communicative acts between teenagers and their emotional impact on sexual
relationships:
The analysis
of communicative acts has allowed a language based on ethic and desire in
language interactions that adolescents form around the affective-sexual
relationships. The interpretation and use of the various languages, put teens
on reality, that has a direct impact on the kind of relationships they choose
to keep.
On the other
hand, the incorporation of dialogic communicative acts, based on solidarity, is
helping to overcome abusive situations and avoid violence.
3.1.
Language of ethics and language of desire:
Beyond the
sexism in language, the analysis identifies communicative acts through language,
some adolescents associate the desire to have relationships where there is
violence and domination with those associated with the goodness associated to ethics.
Examples:
When
communicative acts are used to describe people who treat them well and do not
have a violent attitude the language of desire is not used:
"Yeah,
well, nice, nice is not much physically but mentally itself if its very nice.
Good and ended up together!"
When the
duality of these two types of language (ethics, desire), which reproduces the
traditional double standard, is clearly seen:
"To be
a one night stand is beautiful and he is good and ready. He don’t take drugs.
My boyfriend it's a good person. And then, it can be handsome as better,
because it could be better, but that's a good person and that's it "
3.2.
Communicative acts of power:
Investigation
has found that young people use acts of power that will not help because
provides of freedom and make the relationships based on domination. These acts
are articulated in different forms:
a)
Interactions of power:
When people
who do not have a pretigious status within the group are often excluded in
different areas of the educational center:
"They
called him fat?
Yes, he had
no amorphous forms was that no one did anything "
When given
fame and why boast of this:
"Well I
do not know, he always talks about girls he know, not us."
b) Social
Status:
It is Those ones
who are the most known and people want to keep affective-sexual relationships
This
situations substantiated claims of power in which boys and girls base their
choice on the social ladder that takes the person picking are generated.
Example:
Boys and
girls are guided by what people say:
"Well,
see, this guy has dated many people will try to see, as to see if it's true and
if you see that it is better, stay with him. But if they say this guy is a silly
and has never been with anyoneyou can let it out, if you haven’t been with
anyone the people can talk about it.
c) Social
pressure:
Example:
In certain
cases the communicative acts provide you for giving elements that involve
trigger social pressure in making decisions or been excluded of those who do
not have a high social status within the peer group:
"Sometimes
yes, but is said to and therefore do not separate for me, of course they do not
marginalize me, to not think badly of me and keep the roll as my friends"
3.3.
Dialogic communicative acts and solidarity:
Finally it
should be noted in contrast to the above components preseted so far, there are
communicative acts that have a positive impact in overcoming situations of abuse
or violence. The research identified that there some dialogic, communicative
acts and interactions forged solidarity and consensus which are specified in
the peer group, particularly in the girl groups that between them increased
defen of a possible abuse.
In this type
of communicative acts a more satisfactory relationship prove help in deciding
what kind of relationship they want to start.
Conclusions:
The results
presented have allowed analyzing the communicative acts used by teenagers and
young when referring to their emotional-sexual relationships. Through this
analysis has been possible to identify those communicative acts that promote
relationships based on the name and not those who take freedom and free and
equal relationships.
In this
sense, stay with this transfer between scientific knowledge and the civil
society is promoting progress towards relationships forged increasingly
dialogic communicative acts. Thus, it is possible to take steps to prevent and
eliminate cases like Phoebe in the world.
We are going to explain the issue of bullying, more
concretely bullying in schools and teacher’s role above this fact. Dan Olweus,
one of the first researchers who studied this subject, defines bullying (abuse
among students) as a conduct of physical persecution and/or psychological from
a student against another. These actions, negative and intentional, place the
victim in a position which he or she couldn’t easily get out on their own. This
situation creates in the victim anxiety, depression…, which bring to the person
difficulties to follow the class, because they can not feel like they form part
of it.
Comes off from these definition three characteristics:
1) There is an imbalance (abuse) of power.
2) There is a repetition of incidents over time.
3) There is intentionality on the part of the
aggressor or aggressors.
To these three characteristics we have to add another
one:
It is a group fact, not an individual fact.
It
is not based on organized events where they search for the common hurt, but it
involves the whole class. It is a victimizing process. This process could be a
little difficult to identify, mostly because at first it isn’t visual and the
majority of teachers can’t see it, but it is well known by the students.
The only way to combat bullying in schools is
cooperation among all who are involved: teachers, parents, students,
non-teaching staff... Any school activities designed to improve interpersonal
relationships within the educational community is a good practice. Awareness
and adult involvement are basic components to the success of any intervention
program. The intervention proposed by Dan Olweus is based on the following
aspects and intentions:
1. Not blaming approach (aims to get responsibility)
2. Systemic perspective (also involved the group to
modify these interactions)
3. Strategic (situation analysis, planning, and a
brief and structured intervention)
4. Fostering resilience (resolve the situation
positively for all the involved)
Having worked about this, we realized that if we want to
be good teachers, we must act properly in facts related with bullying, to make this situations do not
occur. It is necessary to remember that
today, computers, social networks and mobile phones play an important role in
this overview because they have become a means to carry it out. Everybody will
agree that Internet is a world wide with its advantages, disadvantages and
especially its risks. Risk situations such as "grooming" or
cyberbullying. Data such that 20% of children in the United States suffered
cyberbullying, according to a survey of 4,400 students in 2010, or the fact
that in the same survey 10% of children admit that they have used Internet
to harm a partner, have been recognized both as bullies harassed, or that 44 %
of children in Spain had felt sexually harassed on Internet at some point
in 2002, help us get an idea of the severity of the problem. So to prevent them
from becoming future victims or bullies we need as teachers a minium knowleg
about Internet. Also as future teachers, we must remember that Internet is
a very powerful tool and we must train our students to be critical. So we must
carry out an intervention not just be spectators of this event, this
intervention must be also made by parents and classmates, we all have to do a
networking if we want to solve this out.
Information and Communications Technologies (ICT) education is basically our society’s efforts to teach its current and emerging citizens valuable knowledge and skills around computing and communications devices, software that operates them, applications that run on them and systems that are built with them.
What are these things? How do they work? How do you use them productively? How are they deployed, assembled, managed and maintained to create productive systems? How they are used in specific business and industry settings? What are the underlying science and technologies behind them and how might those be developed to advance ICT fields?
ICT is complex and quickly changing, and it is confusing for many people. It is so pervasive in the modern world that everyone has some understanding of it, but those understandings are often wildly divergent.
There are many important dimensions to ICT education, including:
ICT/Digital Literacy – Today, everyone needs a basic understanding of ICT and how to make productive use of it, just to be good students, workers and citizens. Teaching people how to be competent basic users of ICT technologies is an important role of ICT education, so they will be successful in their academic and work careers, and so they can efficiently participate in modern technical society. As part of its study validating U.S. Department of Labor IT Competency model content in California, MPICT determined with 99% confidence California employer agreement with the following statements regarding Digital Literacy:
“Information and communication technologies (ICT) competencies are increasingly important for most of our employers, regardless of role. If there was an agreed-upon standard for "digital literacy", or ICT competencies expected of all workers, regardless of workplace role, my organization would value a credential based on that standard as a way of validating ICT skills for non-ICT workers.” (70.5% agree or very much agree)
“In the 21st century, an ability to work with information and communication technologies is becoming as essential to education, life and workplace success as "reading, writing and arithmetic".” ICT Digital Literacy should be considered a basic skill by educational systems, something taught to and assessed for all students. (85.2% agree or very much agree)
This study details 49 competencies for ICT User level knowledge and skills, as an actionable, teachable and assessable definition of what people need to know and be able to do to be “digitally literate.”
ICT Infrastructure and Support Applied Technologists – Beyond a basic user competency, our society also needs more knowledgeable and capable technical people to deploy, manage and maintain ICT equipment, software and systems, so they work well for users. In all industries, these people manage computer and communications hardware, software and applications; networked systems; online information sharing, communication and commerce systems; business processes making use of these systems; and user support.
Specialized Business and Industry Uses of ICT – As enabling technologies, ICT is used strategically in almost all businesses and industries. Many have developed specialized systems and uses of ICT, and many have specialized legal and regulatory requirements; quality control systems; integrations with production and research equipment and systems; security requirements; and software applications. For example:
Bioscience industries rely on specialized ICT systems and applications to conduct research, analyze organic materials, produce biotech products and do required reporting;
Financial services industries rely on ICT to maintain customer records, do business, conduct trades, do financial reporting, secure proprietary information and comply with regulations;
Manufacturing industries use specialized computer controlled systems and robotics to design, produce and test products.
Property management operations use ICT to network and control heating and cooling, lighting and building access systems.
Electric utilities use ICT to monitor and manage electricity distribution, customer billing and smart metering systems.
Telecommunications, cable TV and other entertainment industries use ICT to store content, manage customers and deliver their services.
We need to develop a competent workforce that understands not only relevant technologies, but also specialized business and industry environments and operations, to meet these specialized needs.
ICT Research and Development Scientists – ICT fields themselves are under constant pressure to evolve and improve. We need people who deeply understand the science and technologies underlying ICT and who can work to advance the fields.
In virtually all modern businesses and industries, and in modern society in general, ICT has key strategic roles. It is strategically important to develop citizens and workers who can competently and efficiently operate and add value in these systems and environments.
Teachers
who are successful in educating children with ADHD use a
three-pronged strategy. They begin by identifying the unique needs of
the child. For example, the teacher determines how, when, and why the
child is inattentive, impulsive, and hyperactive. The teacher then
selects different educational practices associated with academic
instruction, behavioral interventions, and classroom accommodations
that are appropriate to meet that child’s needs. Finally, the
teacher combines these practices into an individualized educational
program (IEP) or other individualized plan and integrates this
program with educational activities provided to other children in the
class. The three-pronged strategy, in summary, is as follows:
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